<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172006000200147</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172006080206</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PERSPECTIVA P&#211;S-MODERNA E INTERDISCIPLINARIDADE EDUCATIVA: PENSAMENTO COMPLEXO E RECONCILIA&#199;&#195;O INTEGRATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[Post-modernity and educative interdisciplinary: complex thought and integrative reconciliation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Irinéa de Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salvi]]></surname>
<given-names><![CDATA[Rosana Figueiredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Física ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Geociências ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>147</fpage>
<lpage>160</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172006000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172006000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172006000200147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O mundo contempor&#226;neo est&#225; passando por processos de transforma&#231;&#227;o muito r&#225;pidos e profundos. Um dos aspectos mais interessantes nesse novo per&#237;odo &#233; a aceita&#231;&#227;o de que teorias, conceitos, modelos e solu&#231;&#245;es anteriormente considerados suficientes na resolu&#231;&#227;o de problemas cient&#237;ficos e sociais passam por um crivo cr&#237;tico e se d&#227;o como alvo de questionamentos, o que nos leva a pensar que o que est&#225; realmente em crise &#233; o modelo de civiliza&#231;&#227;o no seu todo, ou seja, o paradigma da Modernidade. O princ&#237;pio de complexidade estabelece-se como desafio e motiva&#231;&#227;o para pensar e o princ&#237;pio da fragmenta&#231;&#227;o como uma redu&#231;&#227;o mutilante do pensamento. A aceita&#231;&#227;o de tais argumentos nos remete &#224; interdisciplinaridade no ensino como uma pr&#225;tica poss&#237;vel de ser implementada e um caminho metodol&#243;gico que d&#227;o origem a um di&#225;logo entre saberes, ressaltando o car&#225;ter de integrar conhecimentos que se d&#227;o em separado. Propomos que tal concep&#231;&#227;o proporciona um processo de reconcilia&#231;&#227;o integrativa capaz de preparar o aluno para a interpreta&#231;&#227;o e a&#231;&#227;o de/em sua realidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The contemporary world is undergoing by fast and deep transformations. One of the most interesting aspects in this new period it is the acceptance that theories, concepts, models and solutions previously considered enough in the resolution of scientific and social problems are under a critical exam. They become object of inquiries and bring us to think over what is really in crisis is the civilization model; in other words, the paradigm of the Modernity. The complexity principle establishes itself as challenge and motivation to think about it and the fragmentation principle becomes reduction mutilate of the thought. The acceptance of such arguments leads us to the interdisciplinarity in the teaching as a possible practice to be implemented and a methodological way which creates a dialogue among disciplinary knowledges, with an intrinsic integrate quality in this process. We propose that such conception provide an integrative reconciliation capable to prepare the students for interpretations and actions in the real world.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pós-modernidade]]></kwd>
<kwd lng="pt"><![CDATA[pensamento complexo]]></kwd>
<kwd lng="pt"><![CDATA[interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[reconciliação integrativa.]]></kwd>
<kwd lng="en"><![CDATA[Post-modernity]]></kwd>
<kwd lng="en"><![CDATA[complex thought]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinary]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning]]></kwd>
<kwd lng="en"><![CDATA[integrative reconciliation.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
